San Diego State University
TE 362: Fieldwork in Community Settings/Social Science
Fall Semester 2014
Instructors: Mr. Roberto Del Busto (2 units) and Dr. Virginia Loh-Hagan (I unit)
Course Information:
TE 362
Mondays 4:00-6:50
Location: NE278B
Office Hours: By appt. only
Instructor Information:
Mr. Roberto Delbusto
roberto@delbusto.com
http://www.delbusto.com
Dr. Virginia Loh-Hagan
virginialoh@cs.com
www.virginialoh.com
Course Description:
This course is designed for social science students who wish to investigate the world of
teaching and schooling. In order to employ the strengths of the instructors, this course is
divided into two sections: (1) Mr. Del Busto will address technological applications, and (2) Dr.
Loh-Hagan will address the fieldwork and methods. In order to pass this course, you must
complete ALL assignments from both instructors, especially the Early Field Experience (30
observation hours and a reflection paper). To reiterate, you will not pass this course without
completing the EFE. You are advised to keep copies of all your EFE paperwork, which you will
need to turn in with your application if you choose to apply for the credential program.
This course covers the application of technology in the K-12 Social Science classroom setting.
It emphasizes the development of technology-based lessons as well as a hands-on introduction
to operating systems, Internet browser, concept organizers, PowerPoint presentation, and
spreadsheet software. (Mr. Del Busto)
In addition, students will be required to research various social studies strategies and
demonstrate to their fellow students how to teach these strategies in a 7-12 grade social studies
classroom. The students will also be required to observe two social science classrooms, one
high school and one middle school, for a total of 30 hours. This fieldwork provides students with
firsthand knowledge and experience of secondary school settings. (Dr. Loh-Hagan)
Student Learning Objectives:
Upon completion of this course, students will be able to:
1. Demonstrate proficiency in selecting/finding reading comprehension strategies for social
studies 7-12 grade courses.
2. Demonstrate proficiency in explaining and implementing the use of reading
comprehension strategies in a social studies 7-12 grade classroom.
3. Demonstrate proficiency in describing the school demographics of a secondary school.
4. Demonstrate proficiency in reflecting and analyzing, warranting claims with examples
about teaching (pedagogy), classroom management, and student
engagement/motivation within a secondary school setting.
5. Demonstrate proficiency in designing and developing technology-based lessons.
6. Demonstrate proficiency in the use of spreadsheet software for various types of
educational activities and presentations.
7. Demonstrate proficiency in the use of concept mapping software for various types of
educational activities and presentations.
8. Demonstrate proficiency in the use of presentation software for various types of
educational activities and presentations.
9. Demonstrate proficiency in the use of Internet browser, presentation graphics, and
desktop information management software.
Required Texts:
(1) Moss & Loh. (2010). 35 Strategies for Guiding Readers Through Informational Texts.
(2) Common Core State Standards – English Language Arts Standards>History/Social
Studies
a. Introduction: http://www.corestandards.org/ELA-Literacy/RH/introduction/
b. Grades 6-8: http://www.corestandards.org/ELA-Literacy/RH/6-8/
c. Grades 9-10: http://www.corestandards.org/ELA-Literacy/RH/9-10/
d. Grades 11-12: http://www.corestandards.org/ELA-Literacy/RH/11-12/
(3) Common Core State Standards – English Language Arts>Anchor Standards:
http://www.corestandards.org/ELA-Literacy/CCRA/R/
(4) California History-Social Science Framework, California Department of Education
(2009): http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
(5) National Council for Social Studies – National Curriculum Standards for Social Studies:
http://www.socialstudies.org/standards/curriculum
(6) Professional Articles (TBD)
(7) Historical fiction and nonfiction children’s books (TBD)
(8) Articles assigned in class. (Professor will provide.)
Early Field Experience:
This course has a 30-hour observations requirement. You will be given a copy of the EFE
Guide, which you can also find on the SDSU website. This Guide contains all the forms that
need to be completed; it also contains the writing prompts for your reflection paper. To meet
this requirement, you will need to start early and commit several hours a week. All of your hours
must be in a social science classroom with a credential teacher (single subject in social
science). Initially, you will observe the routines and culture of the classrooms as well as the
instruction. If possible and in consultation with your practicum teacher, you can arrange to work
with students in various capacities; but, you are only required to observe. Please make note of
additional requirements/restrictions:
 You may not observe a student teacher or substitute teacher.
 You may not count prep periods, lunches, etc, as part of your 30 hours.
 You can only observe a MAXIMUM of two teachers.
 You must observe in a public school setting.
You will document your practicum experiences in various ways. We highly advise that you keep
a journal, which you can use for your reflection paper. During the course of the semester, you
will share your observations/findings in class discussions.
Please keep in mind that this practicum is part of your entry into the field of education and you
are expected to dress, act, and interact in a professional manner at all times.
Expectations About Attendance and Participation/ Student behaviors and
reputation:
Attendance and participation in all scheduled classes is required. If an emergency should arise,
it is the responsibility of the student to contact the instructor in a timely manner. In such cases,
students are responsible for making up their work and obtaining class notes, etc. Students who
miss class/classes, have excessive tardies/early departures, and/or do not participate fully
during class risk not passing this course. Points will be deducted from a student’s final grade for
excessive tardies, excessive early departures, unexcused/multiple absences, and/or lack of
participation in class activities and assignments. Your final grade will be lowered for every
missed class. (See Professionalism for more information). It is very important that you make
every effort to attend each and every class, on time and prepared (Presence is more than just
being present). You are expected to participate in a thoughtful manner in all in-class activities
and assignments. To earn full credit for this course, you are expected to be prepared each day
having carefully completed all readings and commitments, including written assignments and
various commitments to each other for group tasks. Early in the semester, exchange phone
numbers and email addresses with several classmates so you can get notes and assignments if
you must miss a class. It is not the professor’s responsibility to review missed material.
General Expectations:








The professor is not in the business of negotiating grades. If students are unhappy with
their scores, they may choose to re-do the assignment, following the given feedback and
with prior permission. (A re-do does not mean an automatic grade increase; a re-do is
not simply changing around a couple of words.) These assignments must be re-done
and re-submitted with the original assignment one week after they were returned. The
point values of the original paper and the revision will be averaged for a final grade on
the assignment.
It is very important that students keep up with the assignments. Late assignments will
not be accepted.
The SDSU plagiarism policy will be strictly enforced. Copying text from a website
constitutes plagiarism. If students do this, they will receive an F on the assignment in
addition to other measures as deemed appropriate by SDSU.
Students must conduct themselves professionally at all times. Cell phones should be
turned off during class. Students should not be texting, internet-searching, reading,
prepping, having side conversations, passing notes, sleeping, etc. (This is rude.)
Students will also write professional emails with proper titles, deference, etc. The way
you present yourself in emails and in class matters.
The syllabus/schedule is subject to change as needed.
All assigned readings should be read PRIOR to the scheduled dates of class coverage
(unless otherwise indicated) in order to provide background information vital to informed
discussions.
Students are expected to complete ALL assignments if you would like to earn a passing
grade. (As a general policy, we do not give Incomplete grades.)
Dispositions and attitudes go a long way. Be mindful of your reputation as a student.
All assignments/deliverables:
1. Must be typed in 12-point font;
2. Must be error-free in regard to conventions, grammar, and spelling;
3. Must include evidence of having read assigned texts (if applicable);
4. Must be turned in on the established due date.
Grades: Grades are based on points and the letter grades are given as follows:
A+
97-100
A
94-96
A-
90-93
B+
87-89
B
84-86
B-
80-83
C+
77-79
C
74-76
C-
70-73
D+
67-69
D
65-66
F
0-64
Grading Policy:
You must complete ALL assignments on time and attend ALL classes in order to earn the
opportunity for an A. (The Professor is allowed to make exceptions depending on caseby-case scenarios.) You must complete ALL assignments in order to receive a passing
grade. Reminder—you will not pass TE 362 if you do not complete 30 hours of EFE.
Please note: As a general policy, the professor does not give Incomplete grades.
Grade
A







B




C





D and F



Criteria
Earns 90-100 points for course assignments and completes C/NC
tasks.
Completes all class assignments in their entirety.
Actively participates in class discussions and assignments.
Reads all required readings and is prepared to discuss.
Demonstrates strong evidence of having read texts and is responsive to
colleagues.
Attends ALL classes on time. No tardies or leaving class early.
Is respectful when colleagues (including professor) is talking and/or
presenting.
Earns 80-100 points for course assignments and completes C/NC
tasks.
Participates in class discussions and assignments.
Reads all required readings and is prepared to discuss.
Is respectful when colleagues (including professor) is talking and/or
presenting.
Earns 70-79 points for course assignments.
Minimally participates in class discussions and assignments.
Sometimes reads required readings and is not fully prepared to
discuss.
Misses more than one class and/or has excessive tardies.
Is respectful when colleagues (including professor) is talking and/or
presenting.
Earns 1-69 points for course assignments.
Does not participate.
Does not read and is not prepared.


Misses two or more classes and/or has excessive tardies.
Is disrespectful when colleagues (including professor) is talking and/or
presenting.
Grading Distribution:
Dr. Loh-Hagan and Mr. Del Busto will confer on the students’ final grades in the class. The
following table indicates how the grades will be distributed through this course:
Assignments
EFE (Loh-Hagan)
EFE Phone Conference
Percent
40%
Pass/Fail
Multicultural Book Pitch (Loh-Hagan)
4%
Informational Text Strategy (Loh-Hagan)
4%
Blackboard Tasks
2%
Personal Web Site (Del Busto)
5%
PowerPoint Slide Show (Del Busto)
5%
Lesson Presentation (Del Busto)
10 %
Excel Project (Del Busto)
5%
WebQuest Evaluation (Del Busto)
5%
Concept Map (Del Busto)
5%
Prezi Project (Del Busto)
5%
Social Science Online Resources (Del Busto)
5%
Participation (Del Busto)
5%
Professionalism
Pass/Fail
Course Assignments:
All assignments are due on the dates given, especially when you are held accountable to a
group. A late submission will be docked points. For your final assignments, if you want your work
back, then you must provide a SASE; We will keep it until the end of December 2013 before recycling
it. Please note that ‘A’ grades denote outstanding work. If you ever have questions about the
assessment/grade of a particular assignment, please see us.

Professionalism. The professionalism grade will be based upon class attendance,
participation, preparation, and completion of in-class and credit/noncredit assignments;
this grade will also reflect your attitudes and dispositions. Active attendance and
participation is required. Students will actively participate and engage in all class
assignments, including in-class readings and writings, small group response activities,
etc. Students will come to class prepared, having read any required texts and
completed any required tasks. Attendance counts; being present is more than just
showing up. Students are responsible for creating and maintaining optimal learning
environments. Points will be deducted and grades will be lowered for unprofessional
behaviors like falling asleep, tardiness, absenteeism, rudeness, etc. Students must
adhere to professional standards of behavior in class, in email and face-to-face
communications, etc. Respectful, honest dialogues and questions are expected.
(Please note: Professionalism is expected and the professors have the right to take
away points from your final grade if you are unprofessional.)
o ***PLEASE NOTE: Your final grade will be lowered for each unexcused
absence including the online class(es). Missing more than 20 minutes of
class equals an absence. Three tardies or leave earlys equal an absence.
o See rubric: To earn an A, you must complete all work and attend all
classes.

EFE (Early Field Guide). Students will be required to observe two social science
classrooms, one high school and one middle school, for a total of 30 hours. Using these
experiences, they will complete the Early Field Experience Guide, which consists of 30
hours of observation in a social science classroom, applicant info sheet, verification
forms, and a reflection paper. In addition, students will record/track their observations
on the given template and submit this template with the EFE Guide. The EFE will be
scored according to the admissions requirements for SDSU’s Single Subject Credential
Program. (See guide and template. Dr. Loh-Hagan will provide students with this guide
but it is also available on the website.) IT IS HIGHLY ADVISED THAT YOU MAKE
COPIES OF ALL YOUR PAPERWORK AND/OR PROVIDE DR. LOH WITH A SASE TO
HAVE YOUR WORK RETURNED.

EFE Phone Conference: You will be required to be available during the designated
class session for a phone/skype call from Dr. Loh-Hagan. You will be expected to share
your EFE updates and ask any questions at this time. Failure to be available will count
as a missing assignment and affect your potential for an “A” grade.

Multicultural Book Pitch. Students will select and read a multicultural trade book.
(Review the list from the NCSS “Notable Trade Books for Young People.”) Students
may also choose a historical fiction or nonfiction book published post-2010; the book
must be targeted as mid-grade or young adult. It must align with social studies
standards. Students will deliver a 2 minute pitch using a webtool. (See instructions.)
Students will share URL in a blackboard forum. (Please note: You must create all
videos yourself. You may not borrow videos from youtube, etc.)

Informational Text Strategy Presentation. Students will select a best practice/strategy
for teaching informational texts. Students will present an artifact/visual of the strategy.
Consider best practices you have observed in the classrooms. Use the class textbook
(Moss & Loh, 2010). Students will focus on aligning to one of the Grade 9-10 CCSS for
History/Social Studies: http://www.corestandards.org/ELA-Literacy/RH/9-10/

Blackboard Tasks: Students will be required to participate in online blackboard
discussions.

Personal Website.

PowerPoint Slide Show.

Lesson Presentation.

Excel Project.

WebQuest Evaluation.

Concept Map.

InspireData Project.
TE 362 – FALL 2014 / Calendar
Dates
Instructor
Topic
Due
Student
Inventories
Syllabus--Explanation of course requirements & EFE
Multicultural Trade Book Pitch examples
8/25
Loh-Hagan
Informational Text Strategy: Examples of artifacts
What is Social Studies?
9/1
9/8
LABOR DAY-NO SCHOOL
Del Busto
Concept Map
9/15
Del Busto
PowerPoint
9/22
Del Busto
Excel
Loh-Hagan
Phone Conferences – Prepare to share your school site and hours
with Dr. Loh-Hagan.
9/29
10/6
(Start taking care
of your fieldwork
paperwork for
SDUSD; Start
finding High/Middle
school
placements; Find
out information
about school
statistics.)
Del Busto
Prezi
DUE: Email a list
of multicultural
books to Dr. LohHagan for
approval.
DUE: You should
have your school
sites secured and
completed about 5
hours of
observation at this
point.
DUE: Blackboard
Posting for Info
Texts
DUE: Choose an
informational text
for your strategy
project. Email Dr.
Loh and get it
approved.
WebQuest Evaluations
10/13 Del Busto
Personal Web Site
Edmodo
10/20 Del Busto
Informational Text Strategy Presentations
10/27 Loh-Hagan
11/3
Del Busto
EFE: Progress Reports
DUE: You should
have 10-15 hours
completed by now.
DUE:
Informational Text
Strategy
Social Science Online Resources
11/10 Del Busto
Social Science Apps
11/17 Del Busto
Lesson Presentations
DUE: EFE-You
should have
completed 15-20
hours by now.
DUE: Post Book
Pitch to
Blackboard;
Respond to
colleagues.
11/24
Loh-Hagan
(Online)
BLACKBOARD FORUM: Post the URL to your book pitch to
Blackboard. Watch everyone’s book pitch and post a
commendation and a critique.
12/1
Del Busto
Lesson Presentations
12/8
Loh-Hagan
Discussion of Observations
Discussion: Teacher qualities for an effective SS classroom
DUE: EFE-You
should have 20-30
hours completed
by now. Email Dr.
Loh-Hagan a
progress report.
.
DUE: Early Field
Experience
(and SASE)
Tentative: Panel of Administrators and/or Teachers
8
TE 362: Early Field Experience
Schedule/Observations Template
(In addition to the EFE Guide, you must turn this template in.)
HR DATE
Location
What did you observe?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
School Site: _______________________________________________________
Name of teacher, supervisor, principal, etc. _______________________________
Contact Number: ___________________________________________________
Email: ____________________________________________________________
Signature: _________________________________________________________
School Site: _______________________________________________________
Name of teacher, supervisor, principal, etc. _______________________________
Contact Number: ___________________________________________________
Email: ____________________________________________________________
Signature: __________________________________________________
Teacher
Initials
TE 362: Multicultural Trade Book Pitch

Select a trade book that is either fiction or non-fiction; picture book or chapter
book. It should be one that you have not read before. The book should be
selected with the following in mind:
a. It is written by an author from a cultural or ethnic minority group and/or
contains characters or subjects that are from these groups. (Multicultural
literature)
b. It has themes or subjects that would appeal to adolescents of the age you
may be teaching. (Children’s or young adult literature)
c. It has relevance for your content areas and/or the subjects you may teach
in the future. (It must align to social studies standards.)
d. It is at an appropriate reading level for your students.
e. It is contemporary. (Written post-2010)

Read the book.

Present a PITCH to the class using a webtool like animoto, jing, prezi, storybird,
etc. (Teacher recommendations are a huge influence on students’ reading
choices.) How would you sell this book to your adolescent audience as well as
other teachers? Why should they read it? What might they look for? What are
some of the important ingredients that make this book worthwhile? Your pitch
should be about 2 minutes. You should also utilize technology.
REQUIREMENTS FOR FIELDWORK IN SDUSD
San Diego Unified School District's New Volunteer/Fieldwork Requirements
________________________________________________
FOR THE LIBERAL STUDIES WEBSITE
http://libst.sdsu.edu
San Diego Unified School District's New Volunteer/Fieldwork Requirements
San Diego Unified School District now requires specific documentation from individuals who are
volunteers, tutors, and classroom observers. If you plan to fulfill your fieldwork requirements for this
course in the District, you will need to do the following PRIOR to beginning your fieldwork. Each school
will have an appointed Volunteer Coordinator. However, if a school hasn't yet named this individual, your
contact will be the school secretary.
If you go to more than one school during the semester and are at the schools on a regular basis (more
than once or twice), you will need to complete a Volunteer Application for each site. The TB test and
background check need to be done only once. PLEASE KEEP A COPY OF YOUR BACKGROUND
CHECK AND TB TEST. YOU WILL MAKE A COPY FOR EACH SCHOOL.
Volunteers will be screened annually by the district (TB test good for 4 years, see below). It could take
several weeks to process your paperwork, so please begin the process immediately. The following are
required:
1. Obtain a TB test as soon as possible. TB testing is available at no cost through the San Diego Unified
School District. You will find a schedule of TB testing available by the District at
http://www.sandi.net/personnel/hr/employment/employment.htm#salary_schedule. On the right of the
web page, you will find a link to the TB test schedule. [Your TB test is good for four (4) years.] Obtain
your Tuberculosis Clearance Card.
2. Print and fill out the top portion of the form to request a volunteer background check/fingerprinting,
which may be downloaded at http://www.sandi.net/depts/comm_relations/background_check_request.pdf
Take this form with you when you request a volunteer placement at a specific school in the San Diego
district.
3. Choose a school where you would like to volunteer. Contact the Volunteer Coordinator soon after
classes start (Sept. 8) as possible. Be prepared to provide information concerning the times you will be
available, grade you would like to volunteer in, and contact information.
a. Present a valid current government-issued photo ID (e.g., driver's license, military ID).
b. Present your Tuberculosis Clearance Card.
c. Complete the "School Volunteer Application" (3-part NCR form) that is available at the school.
d. Present the volunteer background check/fingerprinting form and ask what you need to do to complete
it.
e. When you are contacted, discuss your specific placement with a teacher. Make a photocopy of your
background clearance.
4. If you will volunteer for more than two visits at another school, present your photo ID, TB Clearance
Card (good for 4 years), and background clearance (good for one year) to the Volunteer Coordinator of
the second school. Complete the School Volunteer Application.
_____________________________
Students enrolling in this course who will be doing their fieldwork in San Diego Unified School District will
be required to meet the district's new requirements for participating in its schools. See http://libst.sdsu.edu
for details regarding the requirements.